Best boost for a child’s academic success: books
Specialists agree that a child who reads and is read aloud to learns
WHAT’S the best way to improve a child’s school results across the board? What if there could be one magical intervention that could boost a child’s progress in every area of their lives? What a dream it would be for funders. What a game changer it would be for learners! As it turns out, there is a game changer: books.
Policy experts, educational specialists and statisticians all agree: a child who reads and is read aloud to, is a child who learns. In fact, reading proficiency is the number one indicator of future academic success – greater even than a child’s economic background or school choice.
But what does this mean for South African children? A challenge. Books are expensive and disposable income is tight. What’s published depends on what makes publishers the most profit, and how many children’s stories have you seen in isiZulu or isiXhosa recently?
These are predominantly the mother tongues of children in the Eastern Cape and KwaZuluNatal who are now well into 2018 and have either just started or are back at school. What that looks like for millions of children across SA is peakhour traffic jams, homework and lost lunch boxes. But for children in the rural areas of these provinces, it looks radically different.
In the Eastern Cape, for example, only 26% of schools have a library, and only 10% of pupils may borrow books. It will be no surprise then to discover that school results are just as poor and compounded by poor economic circumstances.
Many children are attending school on an empty tummy, do not live with their parents, and live in homes without toilets. South African children simply aren’t getting the basic tools they need to make the leap out of poverty.
If access to books makes the difference between a child who can and can’t read, in one generation it makes the difference between a country that is economically thriving and one caught in a poverty trap. But rather than feeling overwhelmed, it’s important to remember small actions can have big results, if they are sustained.
Last year was the first year of our pilot project, Story Powered Schools, which introduced the Nal’ibali reading-for-enjoyment campaign’s proven approach to literacy development to 240 rural schools in the Eastern Cape and KwaZulu-Natal.
These are schools that have been given a powerful injection to move progress forward, schools given books and literacy support.
Based in areas that would otherwise receive almost no developmental opportunities, these schools were identified by the Department of Basic Education, who brought district education officials on board to help with a roll-out that included principals, teachers and community members. We employed 48 “Story Sparkers” and eight literacy mentors from local communities to keep fanning the flames of our big idea.
How did it work? Every school that participated received five hanging libraries, one suited for each grade from R to 4. These mobile units each housed 150 exciting storybooks for children in their mother tongue as well as English.
And every fortnight, schools received copies of the Nal’ibali reading-for-enjoyment supplement packed with bilingual stories and activities to keep any reading club motivated.
Although supplements are available in newspapers across the provinces, they often don’t reach deep rural areas, but putting story power back into the hands of communities, we made a commitment to take supplements to them and well over half a million were donated and delivered last year.
It doesn’t end there. Through continued face-to-face support, we made sure each school received weekly visits from our Story Sparkers, who in turn were paid a stipend. Not a huge amount, but in many cases, it made a significant difference in their lives.
Some financed studies through Unisa, others were finally able to purchase that two-bedroom house for their families. It’s a project that has knock-on benefits for the whole community.
And although it’s hard to benchmark direct benefits – that depends on schools having the time to participate in far more monitoring and evaluation activities than they have resources for – what we have seen has been encouraging. Not one school we approached opted out.
Close to 100 000 children were reached last year and 799 reading clubs were launched by schoolchildren, parents and community members. Schools reported a significant decrease in absenteeism and late-coming, and children became excited to attend schools where there were steady streams of new stories to feed their minds and imaginations. Teachers also noticed an increase in confidence, with children telling stories and discussing ideas in class. Stories, it surprises none of us to hear, make children excited.
And that was just our first year! 2018 sees the graduation of our 2017 school group, and the intake of 244 new schools across the uMgungundlovu and iLembe districts of KZN and the Bizana, Lusikisiki, Mount Ayliff and Maluti districts in the Eastern Cape, where we aim to keep changing the narrative of our schools, communities and nation, one story at a time.
RATHER THAN FEELING OVERWHELMED, IT’S IMPORTANT TO REMEMBER THAT SMALL ACTIONS CAN HAVE BIG RESULTS, IF THEY ARE SUSTAINED